Careers Early Childhood in A North Carolina Directory

Transcription

Careers
in
Early Childhood
Third Edition
A North Carolina Directory
© 2008 Child Care Services Association
Careers
in Early Childhood
Third Edition
Table of Contents
Introductory Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Glossary of Early Childhood Work Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Early Childhood Employment Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Teachers of Young Children: Child Care, Head Start & Pre-K-Based Programs . . . . . . . . . . . 4
Providers of Home-Based Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Administrators/Directors of Center-Based Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Professional Development Coordinators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Instructors & Trainers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Technical Assistance Specialists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Regulators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Topic Specialists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Program Managers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Family Specialist/Counselors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Consultants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Researchers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Sales Representative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Early Childhood Program Officers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Associate’s Degree Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Bachelor’s Degree Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Graduate Degree Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Online Degree & Self-Assessment Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Financial Aid Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
This document was produced by Child Care Services Association (CCSA). Through direct services, research and advocacy, CCSA works to
promote high-quality early care and education. CCSA’s T.E.A.C.H. Early Childhood® Project awards educational scholarships to child care
providers throughout North Carolina and is licensed in 20 other states. The Child Care WAGE$® Project provides salary supplements to
early educators in North Carolina and is licensed in two other states.
PO Box 901, Chapel Hill, NC 27514
919.967.3272 – telephone
919.967.7683 – facsimile
www.childcareservices.org
T.E.A.C.H. Early
Childhood®
N A T I O N A L
Technical Assistance and
Quality Assurance Center
Careers
in Early Childhood
Dear Reader,
This directory was created to introduce you to the variety of careers in the early childhood field. As larger numbers of child
ren live in families where all parents work, more early childhood professionals are needed to educate and care for these
children. Families also need people to help them find care and assistance paying for this care. In addition, our society has
become more concerned about how this care affects young children and what quality child care really means. These concerns have led to an increase in resources to support improving the quality of child care and have simultaneously increased
employment opportunities. Today, we need more researchers to find out what produces quality child care programs; we
need more trainers and consultants to help child care programs and partners use the information researchers have found;
we need more facility regulators to make sure child care programs are meeting the requirements for quality; and we need
more administrators to help the workforce meet the needs of increasingly diverse children and families.
A sampling of different types of employment opportunities in the early childhood field according to the population served
or supported by each is provided in the first section of this directory. As you read each position description note that there
may be different types of jobs in each category, each with its own specific responsibilities, requirements and salaries. In
addition, the increasingly diverse families and workforce mean that there are greater needs for multi-lingual professionals
with some positions reserved exclusively for people with those skills.
In the directory you will also find information about where to access college courses in your state. Education opens the
door to more career opportunities and to becoming a certified and/or licensed early childhood professional. Both two-year
and bachelor’s degree programs offer an array of educational opportunities...on campus, online and in your community.
A list of loan and scholarship options follows in the latter part of the directory to help you find resources to pay for your
education. It is suggested that readers determine if a program is regionally accredited prior to enrollment. For a list of
regionally accredited college and university programs go to: http://www.chea.org/Directories/regional.asp. Readers are
also encouraged to contact one or more of the following persons to seek guidance on applying for financial aid: a high
school guidance counselor, the college’s financial aid office, student advisement center and/or early childhood department
chair/coordinator. If you are seeking training opportunities readers are encouraged to contact local resources for non-credit
bearing opportunities including the local, regional or statewide child care resource & referral agency, the state agency that
regulates child care facilities, nonprofit agencies that oversee funding for child care quality, and business groups such as a
small business center and SCORE (Service Corps of Retired Executives, www.score.org).
After you read this directory new questions about working in the early childhood field may arise. There are several ways to
get more information. You may want to visit the Employment Security Commission office to learn which types of jobs are
available in your area. The telephone book could also help you identify job opportunities by looking in the child care section for a list of local centers and preschools, the area child care resource & referral agency, and local or state government
or nonprofit agencies that address child care. The reference librarian at your local library, your guidance counselor or school
advisor may also be able to help you find more information about these careers.
Early childhood is an exciting time in the lives of children and can provide a rewarding opportunity for those who choose
to make their life’s work focus on that period of child and family development. Whether you are a student considering a
career in early childhood or an early childhood professional considering your career options, we hope that this directory
will inspire you with the many employment options available.
Sincerely,
Sue Russell, President
Child Care Services Association Teresa Derrick-Mills, Ph.D. candidate
Debra Torrence, Consultant
The George Washington University
Debra Torrence Consulting Inc.
2
Glossary of Early Childhood Work Environments
Public Prekindergarten (Pre-K) Programs serve
Child Care Resource & Referral (CCR&R) Agencies
children ages 3 to 5 years, may be targeted to specific children
and may be offered to families in a public school, nonprofit
and/or for-profit/private facility. Some of these programs
operate for half of the day while others follow regular school
hours. In addition, some programs may provide wrap-around
services to care for children after school. Funds for public pre-K
programs come from local, state or federal governments, and
parents may pay no fee or a fee adjusted to their income.
help families find the child care they need and educate families
and the community about child care choices, quality and
issues. CCR&R agencies also help child care providers improve
quality through training, technical assistance and other supportive services.
Child Care Centers provide care and education for child
ren ages birth to five, including before- and after-school care
and summer care for preschool or school-age children. Centers
vary by size, ages of children served and mission. Most centers
operate for more than four hours per day. Centers may be operated by nonprofit agencies, for-profit owners or corporations,
or government agencies. Funding primarily comes from parent
fees with some parents able to receive government assistance.
Family Child Care Homes serve small numbers of child
ren and are usually licensed or registered by a public agency
that is responsible for overseeing the provision of child care
and/or school-age services. Funding comes primarily from
parent fees or the subsidized child care system.
In-Home Care usually is provided to the children of a single
family in that family’s own home. Sometimes in-home caregivers live with the family and/or may be related to the family.
These caregivers may or may not be related to the children in
care and depending on state law, may be required to be regulated or licensed. Funding for in-home care comes primarily
from parent fees.
Private Preschool Programs may be based in a center,
place of faith or in the community. They may provide early
education programs that typically offer educational enrichment
and social interactions for children ages 2 to 5 years. These
programs usually operate on a part-day basis, two to five days
per week. Funding comes primarily from parent fees.
Head Start programs provide developmentally appropriate
early learning activities plus health, nutrition, early intervention and family support services. Most Head Start programs
serve 3- and 4-year-old children from low-income families in
both center-based and home-based settings. Early Head Start
is limited to children from birth to three. Head Start centers
traditionally operate 4-6 hours a day for nine months of the
year. Some centers provide services all day, year round. Others
provide seasonal programs for children of migrant families.
Head Start programs may be operated by public schools or
other nonprofit community organizations. Funding primarily
comes from the federal government and parents pay no fees.
3
Employment opportunities
Teachers of Young Children:
Child Care, Head Start & Pre-K-Based Programs
The job of teaching preschool children in a center-based program can be both
extremely rewarding and challenging. Between birth and the time a child is ready
to go to kindergarten, children experience remarkable developmental changes. The
daily activities of a teacher of infants are very different than those of a teacher of
four-year-olds. Teachers may work with typically and atypically developing children.
Yet all teachers need certain skills and knowledge to perform their jobs well. Teaching
young children requires that you have knowledge about and learned skills in: (1) how
children grow and develop, (2) planning activities for children in a creative learning
environment, (3) securing a safe and healthy place for children to play, (4) how to
communicate with an increasingly diverse population of children and their families,
(5) effective group management strategies, and (6) a commitment to learning how to
best educate and care for the young child.
Within any center-based setting, teachers may be found in a variety of positions. The
beginning teacher may be called an Assistant Teacher or Teacher’s Aide and work with
and under the supervision of a more educated, experienced teacher. Sometimes in
larger programs a teacher who has more education and experience is given the title of
Lead or Mentor/Master Teacher. This position may entail more planning and supervision of other teachers, as well as center administrative responsibility. All individuals
who work directly with young children should be certified in first aid and have a
criminal record check.
Teaching young children in center-based programs can vary by auspice or setting.
Most commonly, teachers are found working in child care centers. These centers include those operated by Head Start programs, places of faith, schools, colleges, mental
health agencies, nonprofit groups, non-child care employers/industry, chains/corporations, or for profit providers. Some programs operate only a few hours a day, a few
days a week; others are open twelve hours or more a day, five days a week. Some operate under state or federal regulations; others operate without any external oversight.
The auspice of the program can make a big difference in what is expected
of teachers and what teachers can expect in terms of compensation, career advancement, work environment and the quality of
early care and education provided to the children.
Job possibilities at:
•Child care centers
•Private preschool programs
•Head Start programs
I or other state
•Chapter
prekindergarten programs
Recommended education
Development Associate (CDA)
•Child
Credential
degree in
•Associate’s
Early Childhood Education/Child
Development
Bachelor’s degree in Early Childhood
Education/Child Development
•
Typical salary range
$15,000 - $45,000
There is increasing interest in and funding for prekindergarten programs focused on helping three- and
four-year-olds acquire the skills for success in schools.
Pre-K programs are found in diverse settings and
often have state or federal funding. Some are targeted to children at risk for school failure. Others are
universally available. Teachers in those settings often
earn substantially more than teachers working in
traditional child care centers.
4
Providers of Home-Based Services
Providers of home-based services may work with young children in a child’s home or
in their own home. They may work with as few as one child or care for several children
at one time. Within the home setting, the teacher has the responsibility of providing a
safe and stimulating environment (both indoors and outdoors) for children, planning
developmentally appropriate activities, ensuring that the children are given nutritious
meals, communicating with parents about the program and their children, setting and
collecting fees, and managing and marketing a small business.
Often the home setting provides a more natural environment for the care of young
children that is seen as more friendly and comfortable by parents. Many women begin
this career because they have a preschool child of their own and want additional
income for themselves and a social experience for their child. Home-based settings
often have either no or only minimal regulations to meet, depending on the number
of children served and the hours of operation. Many family child care homes care for
children of different ages, extending from infancy through school age.
Family child care homes receive funding from parent fees, may participate in the Child
and Adult Care Food Program to help support adequate nutrition for the children, and
may also receive reimbursement for families who received public or private child care
assistance. Most in-home caregivers, often called nannies, operate solely on parent
fees. Because of the limited number of children that can be
cared for in a home setting, additional sources of revenue
can enhance the teachers’ earning potential.
•Private homes
Development Associate (CDA)
•Child
Credential
degree in
•Associate’s
Early Childhood Education/Child
Development
Bachelor’s degree in Early Childhood
•
$14,000 - $35,000
5
Administrators/Directors of
Center-Based Programs
Child care center administrators/directors have the challenging job of ensuring that
center-based programs offer developmentally appropriate experiences for the children, are supportive of the needs of families, and operate with sound administrative
and fiscal management. The job of a child care center administrator often requires
both formal education and learned skills. Administrators/directors must be able to
manage the program and lead the staff in offering stimulating, enriching and nurturing early learning experiences. In addition, the administrator/director must have
the combined skills of a mentor, social worker, early childhood educator, nutritionist, accountant, human resources manager, secretary, and program administrator to
operate a dynamic human service such as child care. An advanced degree in child care
administration can provide the variety of training necessary to master this position.
A child care administrator/director must ensure that (1) the program maintains all
of the required local, state and federal standards; (2) the teachers working with the
young children are educated, well-trained, and provide the children developmentally
appropriate education, care and supervision; (3) children are always properly supervised, even when the regular classroom teacher is unable to come to work; (4) the
nutritional needs of the children are met, even when the cook is sick or parents have
forgotten to pack a lunch; (5) the center has ample enrollment to sustain the budget;
(6) tuition or fees are established and collected; (7) available resources to support operating expenses, increase professional development levels of staff, provide nutritious
meals and subsidize tuition are continuously sought; (8) a healthy, safe and stimulating indoor and outdoor environment is provided and maintained; (9) parents are able
to become involved with the center and to communicate their needs and concerns;
(10) financial obligations of the center are met, including paying teachers and other
staff a worthy wage and benefits; and (11) the center is represented in the community
through work with other community agencies.
•Child care centers
•Private preschool programs
•Prekindergarten programs
degree in Early Childhood
•Associate’s
Education
•Bachelor’s
Education/Child Development with
coursework in child care administration
•Graduate degree in Child Care
Administration
$25,340 - $71,440
If the center is very large, the administrator may have an assistant administrator/director to help meet some or all of these responsibilities. The position of administrator/director and assistant administrator/director can be
found in centers operated by Head Start, places of faith,
schools, mental health agencies, nonprofit corporations,
or for profit providers. Some are part-time programs;
others are open twelve hours a day or more. Some operate under state or federal regulations; others operate
without any outside regulations. Some serve less than a
dozen children while others serve hundreds in multiple
sites. Some programs that operate full-time, year-round
may only have part-time administrators/directors. These
differences help determine what is expected of administrators/directors and what they can expect to earn.
6
Professional Development
Coordinators
Professional development coordinators help teachers and programs assess, plan and
achieve personal professional development goals. They serve as community leaders
and catalysts for professional development opportunities to meet the needs of the
early childhood and school-age workforce. Professional development coordinators use
research-derived data to regularly assess the professional needs of the early childhood workforce in the community. They serve as liaisons between early childhood and
school-age educators and existing educational systems. They ensure that professional
development activities are available, accessible and relevant to subjects or content
areas that reflect research-based and appropriate early childhood and/or school-age
practices.
Professional development coordinators must possess good written and oral communication skills; be able to collaborate, plan and partner with other agencies and
institutions providing professional development opportunities; be able to provide
professional development opportunities on a wide variety of topics; know how to provide follow-up support; and document and evaluate services provided. Professional
development coordinators also advocate for policies, standards, practices and efforts
necessary for ensuring and retaining a well-educated, compensated, and skilled early
childhood workforce.
Instructors & Trainers
Those who teach the personnel working in settings with young children have the
important responsibility of giving the field the necessary knowledge and skills to be
effective. Whether working as a faculty member in a college, as a trainer in a CCR&R
agency, or as an independent training consultant, these adult educators must have an
understanding of adult learning and effective teaching strategies, as well as special
knowledge about the subjects they are teaching. Prior experience working with young
children and families is often helpful. Instructors and trainers provide important
information to potential and practicing early childhood professionals, parents and the
public on a variety of topics such as child development, facility regulatory requirements, developmentally appropriate and effective practices, behavior management
strategies, diversity in all its forms (ability, cultural, linguistic and ethnic), child care
administration, working with parents, inclusion of all children, and local, state and
national early childhood policy issues and current research. Both formal education and
training may be provided in high schools, individual child care programs, at workshops
or conferences, and through courses offered at colleges and universities.
•Colleges
•Universities
•High schools
•Child care resource & referral agencies
•Professional associations
•Public & nonprofit agencies
•Self-employment
•Graduate
Education/Child Development or Youth
Development
$28,000 - $99,000
7
Technical Assistance Specialists
Technical assistance (TA) is defined as consultation provided either on the phone, by
email, or on-site that occurs in response to a staff question, an observation occurring
during an on-site visit, or as part of a quality-improvement activity.
TA specialists provide assistance for an individual classroom, multiple classrooms
and/or an entire program to start-up, address corrective action requirements, and/
or achieve higher quality. Specialists of TA work with programs for varying lengths
of time to share and support the implementation of research-based and developmentally appropriate teaching strategies and practices. Specialists may also work to
strengthen business knowledge and skills and work with community stakeholders to
reach common goals.
TA specialists must possess good oral and written communication skills and have a
deep level of knowledge about facility licensing, classroom and program assessment
tools, and community resources available to address identified needs.
Providing on-site TA and support is an interesting, exciting and rewarding job. It can
also be physically tiring and emotionally draining. Not everyone is well suited to be
a TA specialist. Persons who characterize themselves as self-directed and organized,
energetic, and willing to learn will be the most likely to succeed in this role.
•Public and non-profit agencies
•Graduate
$30,000 - $52,540
Regulators
Regulators have the job of ensuring that early childhood programs of all kinds comply with the appropriate federal, state or local requirements. The job of a regulator
involves visiting programs to assess their compliance with applicable standards. Often
regulators provide technical assistance and training to program staff to help them
meet the necessary requirements. In some cases, regulators must also investigate early
childhood programs that have been reported for noncompliance.
All regulators of early childhood programs must possess an understanding of how
children develop, how to plan and implement appropriate early childhood activity
plans, how to develop an operating budget, where to seek resources to support families, children and program needs, effective group management skills, and basic health
and safety practices. Regulators must also know the specific rules that are mandated
in their specific regulatory arena. Finally, regulators must possess good communication and interpersonal skills to work with the people they are charged with monitoring. This job requires expertise at balancing the need to protect the welfare of children
with the need to reassure teachers and administrators/coordinators who are trying to
provide quality early experiences for children and families.
Most regulators work for federal, state or local government entities. Early childhood
regulators working at the state level are typically assigned territories or regions, which
means that their jobs may require substantial travel. A child care program consultant
may work for a public agency and monitor licensed or regulated programs. Other state
agencies also employ consultants to focus on a particular area or need. For example, a
program consultant working within a health department may monitor programs that
serve children with diverse abilities. At the local level a social worker may be assigned
to investigate abuse or neglect referrals within child care programs.
8
& Adult Care Food Program
•Child
(CACFP)
•Child care licensing
•State prekindergarten offices
departments of social
•County/state
services or education
•Graduate
Education/Child Development/Social
Work
$36,000 - $60,000
Topic Specialists
Topic specialists provide resources, training, and technical assistance to teachers and
programs to support the use of best practices in a particular area. Examples of specialty areas include early intervention, accreditation, school-age care, child behavior,
curriculum and infant toddler care. Specialists provide on-site technical assistance and
mentor and train teachers to increase awareness of available resources and effective
strategies. The work of a specialist may be very narrowly defined (i.e. to support the
needs of a particular child, direct intervention or planning small group activities) or it
may be broader such as classroom quality or the availability of particular services or
program.
Specialists must be willing to continually seek out, learn about and share available
resources. This task requires collaboration with consultants, child care programs, technical assistance personnel and local community services. They may also be involved
in the collection and compilation of data using simple survey tools, project evaluation
and quarterly reporting on the services provided.
Working as a topic specialist requires ongoing training to keep abreast of the latest
research and best practices to inform their work with child care providers. Continuing
topic education may lead to the specialist developing written articles for use in an
agency newsletter or as a supplement for training on a specific content area.
Topic specialists must possess effective oral and written communication skills, have
computer experience and be comfortable working with colleagues and a diverse
client population both internal and external to the organization. This role requires an
in-depth understanding of
state child care licensing
and programmatic requirements. Specialists must
be able to juggle many responsibilities while paying
close attention to detail.
Often this role requires the
management of both administrative work and what
may be a large caseload of
technical assistance and
trainings.
•Public and nonprofit agencies
or Graduate degree in
•Bachelor’s
Early Childhood Education, Child Development, or Child Psychology
A degree in Youth Development,
Education or Recreation for those planning to work with school-age children
Additional advanced coursework in
the specialty area
•
•
$29,000 - $54,000
9
Program Managers
Program managers are found in a variety of early childhood settings. They may have
responsibility for coordinating a single specialty area or a number of areas. This latter
position is often referred to as upper-level management, while single area coordinators are often mid-level managers. Knowledge of child development, a specific area
of early childhood, administrative skills, in some cases personnel, supervision and
budgeting skills, and the ability to work with diverse populations of people and other
organizations are important for administrators of early childhood programs.
Upper-level managers provide the organization with a vision by setting goals and
priorities. They have the final responsibility of ensuring that timelines are met, records
are maintained, reasonable budgets are created and managed appropriately, there is
adequate staff, and that staff are given the proper guidance to keep the organization
running smoothly. The administrator in this position is also the agency spokesperson
responsible for representing the organization to the community. Examples of upperlevel managers are: an executive director of a child care resource & referral organization, a director of a multi-site Head Start program, or the Chief of a public agency
department.
Mid-level managers are often called program or project coordinators. These coordinators have responsibility for managing a single specialty area such as the provider
services component. Many of their duties are similar to upper-level managers except
that they are responsible for a smaller area and may not determine or manage the
budget. In addition, many of these coordinators have no staff members to assist them
with program operation. This is particularly true in smaller, nongovernmental organizations. In that case the program coordinator must provide actual service delivery, as
well as make sure that all of the administrative parts of the program are in place.
Examples of mid-level managers are a
provider services coordinator who works
at a child care resource & referral agency,
a coordinator of a T.E.A.C.H. Early Childhood® scholarship program or a child
care coordinator who works in a local
department of social services.
•Public agencies
•Nonnprofit agencies
or Graduate degree in Early
•Bachelor’s
Childhood Education/Child Development, Human Services or a related field
Bachelor’s or Graduate degree in
Business Administration with a
minimum of 18 credits in Early
Childhood Education/Child
Development
•
$39,000 - $150,000
10
Family Specialists/Counselors
Family specialists/counselors include a wide variety of early childhood professionals
who help families access the resources they need to care for their children. Today’s
families are often faced with challenges that require the help of community agencies. Some families may only need help finding a child care placement. Other families,
faced with economic issues, may need support services to pay for child care. Occasionally, families may experience health, developmental or emotional crises that require
special intervention services. A family specialist may provide information and education, refer families to services, assess eligibility for funds to pay for services, or deliver
direct counseling and support services.
Family specialists/counselors need to have a basic understanding of child and family
development, child care licensing regulations, knowledge of community resources
(private and public) and the ability to communicate this information to parents. Family
specialists/counselors may provide services in the child’s home, the child care setting or in an agency office. Some have particular content expertise, such as child care
referral counselors who help families learn about the various types of child care and
what is available in their community, or child care social workers who assess eligibility
for child care subsidy. Others may need to know about a wide range of family support
services and be able to respond to the varying needs of families in their caseloads.
For example, the family services coordinator within a Head Start program may need
to help families with such diverse needs as finding appropriate housing, accessing
transportation to work, locating employment, finding child care for younger siblings
or providing counseling needed as the result of a divorce or separation.
•Local departments of social services
•Health and mental health agencies
•Community agencies
degree in a Human Services
•Associate’s
field or Registered Nurse Practitioner
(RN)
Bachelor’s or Graduate degree in Early
Childhood Education/Child Development, Public Health, Social Work or
Nursing
•
$15,000 - $56,000
Family specialists/counselors may need to assess community needs for services as
well as individual family needs. Often they may need to visit families at their homes
or provide families with transportation to obtain needed services. Family specialists/counselors must be respectful of cultural diversity and sensitive to the individual
needs of families. In addition, family specialists/counselors must be both a good
listener and effective communicator, as well as have the ability to collaborate with
service providers and other family specialists/counselors in the community to ensure
that families get all the services they need. They also need to have good documentation skills. Often the data they collect through interactions with families is used to
document changing community needs, gaps in services and to shape new
services/supports to meet those needs.
11
Consultants
Consultants provide information and assistance to child care programs, business
and industry, communities, elected public policy officials, and state and federal
agencies to help them develop programs, regulations and public policies that will
enhance or improve the quality of child care.
Consultants usually travel to the organization in need of their services to help them
evaluate needs, provide resources, share developed tools or strategies, and provide
guidance on future direction. Consultants may also work with employers who may be
interested in providing family-friendly policies or programs like on-site child care,
flex benefits including child care resource and referral services and child care
tuition subsidies.
Early childhood systems consultants need a foundation in early childhood
education/child development and child care administration as well an in-depth
understanding of the funding bodies and agencies/systems supporting child care in
the area being served.
Public policy consultants need a strong foundation in the workings of the early childhood system and how regulation and policy are created and affected. Consultants who
work with businesses or other employers may need special knowledge about market
research, human resources management, employee benefits, specific products and
services, and how the employing organization makes decisions and determines needs.
private for-profit and nonprofit
•Public,
agencies
or Graduate degree in Early
•Bachelor’s
Childhood Education/Child Development, Human Services or a related field
Bachelor’s or Graduate degree in Business Administration with a minimum of
18 credits in Early Childhood Education/
Child Development
•
Annually $48,000 - $80,000
Daily Rate $200 - $2,000
Researchers
Researchers specializing in the area of early childhood conduct studies and evaluate
services and practices that impact the outcomes of young children and early childhood programs that serve them and their families. In this role, an early childhood
researcher may develop data collection tools, manage data collection activities, collect
qualitative data, conduct quantitative analysis, and write reports and grant proposals
for outside funding.
Depending on seniority, responsibilities may also include developing and leading
new projects, maintaining client relations, designing research and evaluation studies,
presenting findings to outside audiences, writing grant proposals for outside funding,
participating in professional scientific meetings and scholarly activities, and publishing findings in peer reviewed publications.
Researchers should also have excellent outreach, research, data analysis and grant
writing skills.
•Universities
•Government and state agencies
and for profit research
•Nonprofit
organizations
in Child Development or Early
•Ph.D.
Childhood Education or related area
with knowledge of, and experience in,
Early Childhood Education
Annual Mean $75,520
12
Sales Representatives
Sales representatives develop, market and sell consumable supplies (art materials),
equipment, books, toys, food, cleaning products, and other merchandise that may be
used by or in the care and teaching of young children.
People who work in the merchandising field may promote their products at state
or local conferences, through organizational newsletters, in catalogues or in stores.
While most early childhood products are sold by private enterprises, some nonprofit
organizations develop materials and provide information or training on early childhood products.
The sale of early childhood products may be enhanced by knowledge of child development, a background in sales and/or marketing or business management.
•Corporations or for-profit companies
•Bachelor’s
Education/Child Development or
Human Services
$41,870 - $60,190
Early Childhood Program Officers
Program officers within early childhood funding initiatives (Smart Start), community
agencies (United Way), state agencies and foundations research projects or programs
and take the lead in working with other staff, consultants and the funders to determine specific priorities and intended outcomes desired from grant making and/or
special funding initiatives. Program officers often oversee the implementation and
evaluation of funded efforts that are selected during a grant review process.
Tasks include reviewing and analyzing grant proposals, conducting interviews and
site visits with applicants, preparing written reports and recommendations to the
agency director, trustees or board members, and the monitoring of the results of
previous grants. These tasks require a strong working knowledge of the field of early
childhood. Internal work may include participation in the development of policies
and procedures and the provision of staff support to the board.
Program officers may also participate in, and provide leadership to, collaborative
efforts involving other funders and community groups designed to address issues of
importance to the funder and the broader community. They may also represent the
foundation or organization at community meetings, conferences and other events.
They may be called upon to raise resources for initiatives as well. Program officers
may be requested to provide assistance to organizations and individuals requesting
information or advice about resource development, program development and/or
nonprofit management issues. Program officers must be able to work with team
members and independently in representing the funder in local, state, national
and international forums. Strong written and oral communication and
technology skills are required.
•Foundations
•Public and nonprofit agencies
degree in Public Policy,
•Graduate
Business Management, Early Child-
hood Education/Child Development,
or Human Services with 3 – 5 years of
professional experience
$32,885 - $80,000
13
Credit-Bearing Education Options in North Carolina – Associate’s Degree Programs
All community colleges offer an AAS in early childhood education and the required coursework that leads to the NC Early Childhood Credential.
In addition, individual colleges may offer the Child Development Associate (CDA) Credential, coursework leading to diplomas, certificates, credentials
and courses in specific content areas such as special education, child care administration, school-age and infant toddler care.
Community College
County(ies)
Served
Community College
County(ies)
Served
Community College
County(ies)
Served
Alamance
336-578-2002
www.alamancecc.edu
Alamance
Forsyth Technical
336-734-7956
www.forsyth.edu
Forsyth, Stokes
Roanoke-Chowan
252-862-1249
www.roanokechowan.edu
Hertford,
Bertie,
Northampton
Asheville-Buncombe Technical
828-254-1921
www.abtech.edu
Buncombe, Madison
Gaston
704-922-6313
www.gaston.edu
Gaston
Robeson
910-272-3440
www.robeson.edu
Robeson
Beaufort County
252-940-6365
www.beaufortccc.edu
Beaufort, Hyde, Tyrrell, Washington
Guilford Technical
336-334-4822 x2789
www.gtcc.edu
Guilford
Rockingham
336-342-4261
www.rockinghamcc.edu
Rockingham
Bladen
910-862-2164
www.bladencc.edu
Bladen
Halifax
252-536-7245
www.halifaxcc.edu
Halifax, Warren,
Northampton
Rowan-Cabarrus
704-216-3728
www.rowancabarrus.edu
Rowan,
Cabarrus
Blue Ridge
828-694-1819
www.blueridge.edu
Henderson, Transylvania
Haywood
828-627-4693
www.haywood.edu
Haywood
Sampson
910-592-8081
www.sampsoncc.edu
Sampson
Brunswick
910-755-7441
www.brunswickcc.edu
Brunswick
Isothermal
828-286-3636
www.isothermal.edu
Polk, Rutherford
Sandhills
910-695-3808
www.sandhills.edu
Hoke, Moore
Caldwell Technical
828-726-2205
www.cccti.edu
Watauga, Caldwell
James Sprunt
910-296-1293
www.jamessprunt.edu
Duplin
Southeastern
910-642-8189
www.sccnc.edu
Columbus
Cape Fear
910-362-7140
www.cfcc.edu
New Hanover,
Pender
Johnston
919-934-3051
www.johnstoncc.edu
Johnston
Southwestern
828-586-4091
www.southwesterncc.edu
Jackson, Macon, Swain
Carteret
252-222-6235
www.carteret.edu
Carteret
Martin
252-792-1521
www.martincc.edu
Martin, Bertie
South Piedmont
704-272-5397
www.spcc.edu
Anson, Union
Catawba Valley
828-327-7000
www.cvcc.edu
Alexander, Catawba
Mayland
828-765-7351 x380
www.mayland.edu
Mitchell, Avery,
Yancey
Stanly
704-991-0384
www.stanly.edu
Stanly, Union
Consortium
Central Carolina
919-718-7260
www.cccc.edu
Chatham, Harnett,
Lee
McDowell Technical
828-652-0665
www.mcdowelltech.edu
McDowell
Surry
336-386-3272
www.surry.edu
Surry, Yadkin
Central Piedmont
704-330-6185
www.cpcc.edu
Mecklenburg
Mitchell
704-838-1547
www.mitchellcc.edu
Iredell
Tri-County
828-835-4274
www.tricountycc.edu
Cherokee, Clay,
Graham
Cleveland
704-484-4090
www.clevelandcommunitycollege.edu
Cleveland
Lenoir
252-527-6223
www.lenoircc.edu
Greene, Lenoir,
Jones
Vance-Granville
252-738-3408
www.vgcc.edu
Vance, Franklin,
Warren,
Granville
Coastal Carolina
910-938-6839
www.coastalcarolina.edu
Onslow
Montgomery
910-576-6222
www.montgomery.edu
Montgomery
Wake Technical
919-866-5744
www.waketech.edu
Wake
College of the Albemarle
252-335-0821
www.albemarle.edu
Currituck, Camden,
Pasquotank, Dare,
Gates, Perquimmans
Nash
252-443-4011
www.nashcc.edu
Nash
Wayne
919-735-5151
www.waynecc.edu
Wayne
Craven
252-638-7382
www.cravencc.edu
Craven
Pamlico
252-249-1851
www.pamlicocc.edu
Pamlico
Western Piedmont
828-433-4070
www.wpcc.edu
Burke
Davidson County
336-249-8186
www.davidsonccc.edu
Davidson, Davie
Piedmont
336-599-1181
www.piedmontcc.edu
Person, Caswell
Wilkes
336-838-6587
www.wilkescc.edu
Alleghany,
Ashe, Wilkes
Durham Technical
919-686-3586
www.durhamtech.edu
Durham, Orange
Pitt
252-493-7276
www.pittcc.edu
Pitt
Wilson Technical
252-246-1272
www.wilsoncc.edu
Wilson
Edgecombe
252-823-5166
www.edgecombe.edu
Edgecombe
Randolph
336-633-0258
www.randolph.edu
Randolph
Fayetteville Technical
910-678-8425
www.faytechcc.edu
Cumberland
Richmond
910-410-1907
www.richmondcc.edu
Richmond,
Scotland
14
Credit-Bearing Education Options in North Carolina – Bachelor’s Degree Programs
Bachelor’s degree programs are offered in Family and Consumer Sciences, Family and Community Services, Birth through Kindergarten, Child Development
and Family Studies and Elementary Education, specific concentrations and add-on licensure programs are also available including Administrative Birth
through Kindergarten Non-Licensure concentration, Early Intervention and Preschool Non-Licensure concentration and the Preschool Add-On.
For a listing of updated programs that offer the Birth-Kindergarten licensure programs, go to: http://www.lrc.edu/home/bkconsortium/main.htm.
Appalachian State University*
828-262-2000
www.appstate.edu
Barton College
252-399-6425
www.barton.edu
Catawba College
828-327-7000
www.catawba.edu
East Carolina University*
252-328-6131
www.ecu.edu
Elizabeth State University
252-335-3298
www.ecsu.edu
Fayetteville State University
910-672-1003
www.uncfsu.edu
Greensboro College*
336-272-7102
www.greensborocollege.edu
Lenoir Rhyne College*
828-328-7243
www.lrc.edu
Meredith College*
919-760-8566
www.meredith.edu
Mt. Olive
919-658-2502
www.moc.edu
NC A&T University*
336-334-7850
www.ncat.edu
NC Central University*
919-530-6477
www.nccu.edu
Salem College*
336-721-2658
www.salem.edu
Shaw University*
919-546-8677
www.shawuniversity.edu
UNC Chapel Hill*
919-962-5579
www.unc.edu
UNC at Charlotte*
704-687-8849
www.uncc.edu
UNC at Greensboro*
336-334-5243
www.uncg.edu
UNC at Pembroke*
910-521-6000
www.uncp.edu
UNC at Wilmington*
910-962-3000
www.uncwil.edu
Western Carolina University*
828-227-3290
www.wcu.edu
Winston-Salem State University*
336-750-2550
www.wssu.edu
*Birth-Kindergarten Teacher Licensure Program
Credit-Bearing Education Options in North Carolina – Graduate Degree Programs
Online listings and rankings are available to assist you in learning more about graduate degree programs. Examples of such resources include
www.usnews.com/sections/rankings, www.Gradschools.com and www.usastudyguide.com.
Credit-Bearing Education Options in North Carolina – Online Options
In the field of early childhood education, distance learning options are provided by a diverse set of institutions and agencies. Before enrolling in an online
course or degree program, determine if online learning is a good fit for you.
• Distance Learning Self-Assessment, Early Childhood Learning and Knowledge Center (use ECLKC Quick Search). http://eclkc.ohs.acf.hhs.gov/hslc
(click on >Resources, then search for ‘distance learning self assessment’ .
• Self-Evaluation for Potential Online Students, Illinois Online Network. http://www.ion.uillinois.edu/resources/tutorials/pedagogy/selfEval.asp
• Are Online Courses For Me? University of Central Florida Learning Online. http://learn.ucf.edu/1intro.html
15
Financial Aid Sources
T.E.A.C.H. Early Childhood® Scholarships - The T.E.A.C.H. Early Childhood® Project gives scholarships to child care
teachers, directors and family child care providers to complete course work in early childhood education and to increase their
compensation. In 1990, Child Care Services Association created the Teacher Education and Compensation Helps (T.E.A.C.H.) Early
Childhood® Project to address the issues of under-education, poor compensation and high turnover within the early childhood
workforce. All T.E.A.C.H. Early Childhood® scholarships link continuing education with increased compensation and require that
recipients and their sponsoring child care programs share in the cost. To learn more go to:
http://www.childcareservices.org/ps/teach.html or call 919-967-3272.
Grants and Scholarships - All colleges and universities have a financial aid or financial assistance office. When asking for
information about a program of study, ask also that a financial assistance packet be mailed to you. The financial aid office and the
academic program department office will know about the availability of many grants or scholarships.
Loans - Low interest loans may be another way to finance your education. They are often available through the educational
institution, from local banks or other lending institutions. Your school’s financial aid office should be able to help you begin your
search. North Carolina has an electronic resource called the College Foundation of North Carolina (www.cfnc.org) that can
connect you with financial aid resources and set up an electronic file for your information.
Tax Credits - The New American Opportunity Credit provides a tax credit per eligible student per year for higher education
expenses for the first four years of post-secondary education. The Lifetime Learning Tax Credit provides a tax credit per taxpayer
for education expenses. For more information visit: http://www.finaid.org/otheraid/.
Child Care WAGE$® - The Child Care WAGE$® Project provides education-based salary supplements to low-paid teachers,
directors and family child care providers working with children between the ages of 0-5. The project is designed to provide
preschool children more stable relationships with better educated teachers by rewarding teacher education and continuity of
care. The Child Care WAGE$® Project is offered statewide in North Carolina as a funding collaboration between local Smart Start
Partnerships and the Division of Child Development. Counties that use Smart Start funding to support the Child Care WAGE$®
Project may participate. To learn more go to: http://www.childcareservices.org/ps/wage.html or call 919-967-3272.
Additional Links:
• NC Institute for Early Childhood Professional Development – www.ncchildcare.org
• Financial Aid Home Page - www.finaid.org
• Federal Student Aid - www.fafsa.ed.gov
• National Student Loans - www.nslds.ed.gov
• Scholarship Search - www.fastweb.com
• Loans, Scholarships - www.salliemae.com
• Financial Aid, Scholarships - www.collegeboard.com
• US Dept. of Post Secondary Education - www.ed.gov/about/offices/list/ope/
Education Verification and Recognition
Early Educator Certification (EEC): North Carolina is increasing its workforce professional development standards by certifying the
education of those who work directly with, intend to work with, and/or work on the behalf of children ages birth to twelve. Early
Educator Certification is acknowledgement of an individual’s verified level of educational achievement, based on a standardized
scale. Certified professionals receive a personalized EEC identification card and an official certificate. The NC Institute for Early
Childhood Professional Development is the certifying body for Early Educators in North Carolina. Information and application
materials may be obtained through the Institute website at www.ncchildcare.org.
16
References
Opening the Door to Quality. The National Child Care Resource & Referral Association. Washington, DC. 2005.
i
Salary figures compiled from the following sources:
Salary websites
• http://www.indeed.com/salary/program-coordinator.html
• http://www.payscale.com/research/us/job=program_coordinator%2c_nonprofit_organization/salary
• http://www.indeed.com/salary?q1=family+child+care+provider&l1= [family child care]
• http://www.indeed.com/salary?q1=family+specialist&l1=
• http://www.indeed.com/salary?q1=early+education+consultant&l1=
• http://www.indeed.com/salary?q1=early+childhood+specialist&l1=
• http://careers.collegetoolkit.com/careers/vocational_education_teachers__postsecondary/overview/25-1194.00.aspx
National Women’s Law Center
• http://www.nwlc.org/pdf/ProvidersApril2008.pdf
NACCRRA
• http://www.naccrra.org/randd/child-care-workforce/provider_income.php
US Department of Labor Bureau of Labor Statistics
• www.bls.gov/oco/cg/cgs032.htm [Table 3: Median annual earnings of the largest occupations in
child day care services – child day care services]
• www.bls.gov/oco/ocos170.htm#earnings [child care workers]
• http://www.bls.gov/oes/2004/may/oes119031.htm [child care program administrators]
• http://www.bls.gov/oco/cg/cgs054.htm#earnings [grant writers]
• http://www.bls.gov/oes/current/oes_nat.htm#b25-0000 [education teachers, postsecondary]
• http://www.bls.gov/oes/current/oes253099.htm [colleges, universities, professional schools occupations]
• http://www.bls.gov/news.release/ocwage.t01.htm [teachers & instructors , all other (PD providers & Faculty]
• http://www.bls.gov/news.release/ocwage.t01.htm [sales reps]
• http://www.bls.gov/oes/current/naics4_541700.htm [scientific research and development service]
This third edition of Careers in Early Childhood was made possible by a donation from Dick and Ginger Clifford.
All Web addresses valid as of April, 2009.
17`

Careers Early Childhood in A North Carolina Directory

Transcription

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